Experience and Education |
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Page 74
... impulse in its first estate . The alternative to externally im- posed inhibition is inhibition through an indi ... impulse until that impulse has been brought into connection with other possi- ble tendencies to action so that a more ...
... impulse in its first estate . The alternative to externally im- posed inhibition is inhibition through an indi ... impulse until that impulse has been brought into connection with other possi- ble tendencies to action so that a more ...
Page 78
... impulse converts it into a desire . Never- theless neither impulse nor desire is itself a purpose . A purpose is an end - view . That is , it involves foresight of the consequences which will result from acting upon impulse . Foresight ...
... impulse converts it into a desire . Never- theless neither impulse nor desire is itself a purpose . A purpose is an end - view . That is , it involves foresight of the consequences which will result from acting upon impulse . Foresight ...
Page 81
... impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the conse- quences of carrying the impulse into execution -a foresight that is impossible ...
... impulse with purpose ; although , as has just been said , there is no purpose unless overt action is post- poned until there is foresight of the conse- quences of carrying the impulse into execution -a foresight that is impossible ...
Contents
CHAPTER PAGE I TRADITIONAL VS PROGRESSIVE EDUCATION | 1 |
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
Copyright | |
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acquaintance action activity actual adult ancient Greece attitudes based upon experience become capacities cation child cial conduct consequences continuity of experience Dewey direction ditional educa education based effect Either-Or ence environment execution existing Experience and Education factor facts and ideas failure formation freedom further experience future growth habit herent human impulse and desire indi individual intel intelligence interaction involved JOHN DEWEY judgment KAPPA DELTA PI knowledge learner learning life-experience live material matter mature person ment objective conditions observation old education operate ophy organization of subject-matter past perience philos philosophy of education practice present experience principle of continuity progressive education progressive organization progressive schools pupils purpose question reason rejected relation of means responsibility rules scientific method situations skills social control spect teacher things tion traditional education traditional school treme truancy viduals young